Marzano to “Gogh”

1. Marzano to “Gogh” Breaking Down Strategies to Make You More Successful in the Classroom

2. About Me . . . • Travis Dimmitt • Married to Elizabeth • Daughter Mattie (almost 4) • Son Charlie (19 months) • From Iowa, live in Maryville • 7-12 social studies • PBS/RPDC consultant • 13 years of experience • Now 6-12 principal E and I in Florida, 2007.

5. About YOU . . . • Turn to the people around you • Name • Where are you from? • Where do you live now? • Where do you teach? (Where DID you teach?) • What grades/subjects? (Back in the day…) • How many years have you taught? • Complete the Marzano strategies continuum

6. Marzano Strategies Continuum No knowledge Expert knowledge 0% 100% Where do you fit? (We’ll come back to this in a few minutes.)

7. Opener – “Talk a Mile a Minute” • Partner up – giver and receiver • Kind of like “Password” or “Pyramid” • Both see the category • A set of terms will appear based on the category – giver gives clues, while receiver tries to guess the terms • Receiver must turn his/her back • First group done shout out • Questions?

8. Tornado Hurricane Cold front Cumulus clouds Sleet Barometer El Nino Things associated with weather

10. Waves Moon Algae Pacific Ships Tropical fish George Clooney Things associated with oceans

12. Photosynthesis Foliage Stems Fertilizer Chlorophyll Pollinate Chia pets Things associated with plants

14. Cartoon Characters 1 4 2 3 5 6 7

15. As a giver, how did you get your receiver to figure out the terms? As a receiver, what mental process did you follow in order to figure out each term correctly? Using info in your packet, what Marzano strategy did we just use? We’ll come back to this in a few minutes . . .

16. PRESENTATION GOALS • Put more tools in your “teacher toolbox” • Present information to enhance teaching through use of Marzano strategies • Model effective strategies through in-workshop activities • Enhance ability to provide students “multiple opportunities to respond”

17. Today’s Norms • Active Learning • Participation • Equity of Opinions • Take Care of YOU • Quiet Signal

18. Today’s Format • Student Mode/Teacher Mode (We’ll switch back and forth) • Instruction • Practice • “Assessment”

19. Why Provide Multiple Opportunities to Respond? Behavioral Outcomes: • Increases student engagement with instruction • Allows for high rates of positive, specific feedback • Limits student time for engaging in inappropriate behavior • Is an efficient use of instructional time (Heward, 1994)

20. Marzano Strategies Continuum No knowledge Expert knowledge 0% 100% Where do you fit?

21. As a giver, how did you get your receiver to figure out the terms? As a receiver, what mental process did you follow in order to figure out each term correctly?

22. The Marzano Strategies from Classroom Instruction that Works • 1. Identifying Similarities and Differences • 2. Summarizing and Note Taking • 3. Reinforcing Effort and Providing Recognition • 4. Homework and Practice • 5. Nonlinguistic Representations • 6. Cooperative Learning • 7. Setting Objectives and Providing Feedback • 8. Generating and Testing Hypotheses • 9. Questions, Cues and Advance Organizers

23. The Montillation of Traxoline Judy Lanier • It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge. • Traxoline is a new form of what? • Where is traxoline montilled? • What must be bractered to quasel traxoline? • Why might traxoline be one of our most lukized snezlaus in the future? DID YOU GET ALL THE ANSWERS CORRECT? DID YOU LEARN ANYTHING?

24. Information Processing Model

25. Background Knowledge Working Memory Permanent Memory Sensory Memory New Information

26. Permanent Memory Background Knowledge Working Memory Background Knowledge Background Knowledge New Information Sensory Memory

27. Using info in your packet, what Marzano strategy did we use in our opener? Identifying Similarities and Differences What other strategies have we already used?

28. High-Order Thinking to Gogh Using Marzano Strategies (and a special guest) to Build High-Order Thinking Skills and Provide Multiple Opportunities to Respond

29. The Marzano Strategies from Classroom Instruction that Works • 1. Identifying Similarities and Differences • 2. Summarizing and Note Taking • 3. Reinforcing Effort and Providing Recognition • 4. Homework and Practice • 5. Nonlinguistic Representations • 6. Cooperative Learning • 7. Setting Objectives and Providing Feedback • 8. Generating and Testing Hypotheses • 9. Questions, Cues and Advance Organizers

30. Best Practice #1Finding Similarities and Differences • The brain seeks patterns, connections, and relationships between and among prior and new learning. (BACKGROUND KNOWLEDGE) • The ability to break a concept into its similar and dissimilar characteristics allows students to understand and often solve complex problems by analyzing them in a more simple way. 45%

31. Finding similarities and differencescan increase student achievement by45% • Compare • Classify • Create metaphors and analogies

32. Best Practice #6Generating Nonlinguistic Representations increases student achievement by 27% • Research says that knowledge is stored in two forms: linguistic (in ways associated with words) and nonlinguistic (mental pictures or even physical sensations like smell, touch, kinesthetic association or sound). • The more we can use nonlinguistic representations while learning, the better we can think about and recall our knowledge.

33. Best Practice #8Generating and Testing Hypotheses increases student achievement by 23% • “Knowing what to do when you don’t know what to do” is how Piaget defined intelligent behavior. When students generate and test hypotheses they are applying knowledge. • Teachers can keep kids engaged with problems, puzzles, and riddles by using open ended examples. By considering several courses of action, the mind is exercised and the learner engaged.

34. Best Practice #5 Cooperative LearningIncreases Student Achievement by27% • Research shows that organizing students into cooperative groups yields a positive effect on overall learning. • Round Robin • Stand Up, Hand Up, Pair Up • Kagan! • PIES – positive interdependence, individual accountability, equal participation, simultaneous interaction

35. Talk a mile a minute . . . Assessing Initial Background Knowledge

36. Things associated with Vincent van Gogh • Artist • “Starry Night” • Absinthe • Missing Ear • Bipolar • Flowers • Shades of Yellow

37. Assignment • Listen to the song “Starry, Starry Night” while viewing some of Vincent van Gogh’s paintings. • We will be generating and testing a hypothesis, as well as drawing a picture at the song’s conclusion. • Feel free to jot down any ideas or emotions as you are listening and watching you think might help. • (Packet p. 5)

46. The Paintings • Starry Night (1889) • Vase With Fifteen Flowers (1888) • Mountainous Landscape Behind Saint-Paul Hospital (1889) • Self-Portrait (1889) • Wheat Field With Crows (1890) • The Potato Eaters (1885) • Van Gogh Painting Sunflowers** (1888) • ** by Paul Gauguin

47. Time To Hypothesize . . . • Based on what you just heard and saw, what kind of life do you believe Vincent van Gogh led? Why? • Draw a picture that illustrates what you believe to have been Vincent’s single overwhelming emotion throughout his life. • 5 minutes

48. Read Vincent’s Biography • Underline anything in the reading that supports your hypotheses (both written and drawn) • Circle anything in the reading that directly contradicts your hypotheses • In your opinion, do your hypotheses concerning Vincent van Gogh seem correct? Why? • Stand Up, Hand Up, Pair Up • Assess: You in comparison to others

49. PROCESS TIME • Which four Marzano strategies were used with the previous assignment? Give examples. • Shoulder Partner • Process as a whole • Pages 11-12 in packet • Simple way to incorporate non-linguistic representation into classrooms

50. Best Practice #9Cues, Questions, and Advance Organizers increases student achievement by 22% • Cues, questions, and advance organizers help students use what they already know about a topic to enhance further learning. • These tools should be analytical, focus on what is important, and are most effective before a learning experience.